See

discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/257644912

Teacher-student interactions in science

classrooms

Article · January 2003

CITATIONS READS

8 1,249

2 authors, including:

Myint Swe Khine

Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates
159 PUBLICATIONS 1,187 CITATIONS

SEE PROFILE

Some of the authors of this publication are also working on these related projects:

Research in education View project

The Effect of Gender on Mathematics Attitudes among Elementary School Students: A Multiple
Indicators, Multiple Causes (MIMIC) Modeling. View project

All content following this page was uploaded by Myint Swe Khine on 31 May 2014.

The user has requested enhancement of the downloaded file.

 Teacher-Student Interactions in
Science Classrooms in Brunei
Myint Swe Khine
NANYANG TECHNOLOGICAL UNIVERSITY, SINGAPORE
Darrell L. Fisher
CURTIN UNIVERSITY OF TECHNOLOGY, AUSTRALIA
ABSTRACT
This paper provides additional validation information of
a classroom interaction instrument and reports associations
between students’ perceptions of teacher-student interactions
and science related attitudinal measures. A sample of 1,188
students in ten secondary schools in Brunei completed the
Questionnaire on Teacher Interaction (QTI) instrument.
Significant associations between students’ perceptions of
teacher-student interactions and gender of students were
found. The results indicated that female students perceived
more positively the leadership displayed by their teacher and
the understanding and helping/friendly behaviors of their
teachers. It was also found that out of eight QTI scales five
scales were associated with the enjoyment of science lessons
and attitude to inquiry.
INTRODUCTION
This paper reports findings from a study designed to
investigate the teacher-student interactions in science
classrooms in secondary schools in Brunei. The Sultanate of
Brunei is one of the 35 countries in the world which has a
population of less than half a million and is categorized as a
micro-state. The country is situated on the north-west coast
of the island of Borneo with an area of approximately 5700
sq.km. Within the broad aims of the Brunei education system,
one of the important features is to enable the students to
develop fluency in the native tongue of Bahasa Malayu, and
at the same time the learning and use of English as a second
language is encouraged. English language, mathematics,
science, history, geography and economics are taught in
English and Malay languages while literature, Islamic
Religious Knowledge and physical education are taught only
in the Malay language.
With the rapid development in the science and technology
fields, many countries around the world realize that adequate
provisions must be made for science education in order to
face the challenges of the new millennium. In recent years,
the Government in Brunei has given due emphasis to science
education by making available adequate resources for the
Journal of Classroom Interaction Vol. 38, No. 2 2003
teaching of science in schools. Although the government-
run schools are well equipped with the necessary resources,
there are indications that examination results have been
unsatisfactory (Sharifah, 1997).
In order to improve the teaching and learning context, it
is important to look into the learning environment created
by teachers as well as the interactions and interrelationships
among teachers and students. Policy makers in Brunei
suggested that an effective strategy for achieving better
examination results was to create and maintain more effective
learning environments through the development of
classrooms that are more active and creative and foster greater
reflectivity in teachers and pupils (Taha, 1997). Other
methods to overcome poor academic achievement in science
included the promotion of more effective teaching strategies
and the creation of more positive attitudes toward the learning
of science (Poh, 1996).
In formal school settings, students and teachers spend a
considerable amount of time interacting with each other, and
universally educators agree that good relationships between
teachers and students are important in the learning process.
Getzels and Thelen (1960) suggested that teacher-student
interaction is a powerful force that can play a major role in
influencing the cognitive and affective development of
students. Wubbels and Levy (1993) reaffirmed the role and
significance of teacher behavior in the classroom
environment; particularly how this can influence students’
motivation and ultimately, achievement.
Development and Validation of QTI
In The Netherlands, Wubbels, Creton, and Hooymayers
(1985) wrote that the teacher variable was important for
improving the teacher-student interaction in the classroom,
and developed a model for interpersonal teacher behavior
based on Leary’s (1957) work. They mapped the behaviosr
of teachers using two types of guides: Proximity dimension,
which measures Cooperation-Opposition and Influence
dimension, which measures Dominance-Submission. This
model has been described previously in this journal (Fisher
& Kent, 1998; Waldrip & Fisher, 2000).
 Table 1
Description and Examples Items for each Scale in the QTI
SCALE DESCRIPTION ITEM
Extent to which the teacher provides
Leadership This teacher explains things
leadership to class and holds student
[DC] clearly.
attention.

Extent to which the teacher is

Helping/Friendly This teacher is friendly.
friendly and helpful towards
[CD]
students.

Understanding Extent to which the teacher shows If we don’t agree with this
[CS] understanding/concern/care to students. teacher, we can talk about it.

Student Responsibility/ Extent to which the students are given

Freedom opportunities to assume responsibilities We can influence this teacher.
[SC] for their own activities.

Uncertain Extent to which the teacher exhibits This teacher seems

[SO] his/her uncertainty. uncertain.

Extent to which the teacher shows

Dissatisfied This teacher thinks that we don’t
unhappiness/dissatisfaction with the
[OS] know anything.
students.

Admonishing Extent to which the teacher shows The teacher is impatient.

[OD] anger/temper and is impatient in class.

Strict Extent to which the teacher is strict with We are afraid of this teacher.
[DO] and demanding of the students.

Wubbels and his colleagues developed the Questionnaire
on Teacher Interaction (QTI) based on this model. The
original version of the QTI in the Dutch language consisted
of 77 items and it was designed to measure secondary
students’ and teachers’ perceptions of teacher-student
interactions. After extensive analysis, the 77-item Dutch
version was reduced to a 64-item version. This version was
translated and administered in the United States (Wubbels
& Levy, 1991; 1993). Later an Australian version of the QTI
containing 48 items was developed (Fisher, Henderson, &
Fraser, 1995). Table 1 contains a description of the scales of
the QTI together with a sample item from each scale.
Research on Teacher-Student
Interactions Using the QTI
Since its development, the QTI has been used in The
Netherlands, the United States, Australia and some Asian
countries and the measurement instrument has been cross
validated in different contexts and cultures. All studies
support the view that the data obtained from the questionnaire
provide valid, reliable and useful information for the teacher
about their learning environment in general and teacher-
student interactions in particular (Fisher & Rickards, 1998;
Fisher, Rickards, Goh, & Wong, 1997; Kim, Fisher, & Fraser,
2000; Wubbels & Levy, 1993).
In analyzing a large database consisting of 2,960 student
responses to the QTI, Fisher and Rickards (1998) found
associations between students’ perceptions of teacher-student
interactions and students’ attitudinal outcomes. Using simple
and multiple correlations, they showed that seven out of eight
QTI scales were significantly correlated with the attitudes to
the class and achievement scores. It was found that the
Leadership, Helping/Friendly and Understanding scales were
positively and significantly correlated with the attitude to
class and the achievement scores. The QTI scales Uncertain,
Dissatisfied, Admonishing and Strict were negatively
correlated with the attitude to class and the achievement
scores. In a Korea study, Kim, Fisher and Fraser (2000)
reported the same correlations.

Journal of Classroom Interaction Vol. 38, No. 2 2003

 Similar findings have been reported from other Table 2
studies. In a study involving 720 students in
Scale Internal Consistency (Cronbach alpha reliability) and Ability to
Singapore and 705 students in Australia (Fisher,
Differentiate Between Classrooms (ANOVA results) for the QTI
Rickards, Goh, & Wong, 1997), the only
difference to the above studies was that Student UNITS OF ALPHA ANOVA
Responsibility/Freedom was also positively SCALE ANALYSIS RELIABILITY ETA2
associated with students’ attitudes toward their 0.76 0.23 **
Leadership Individual
science classes in both countries. Rawnsley and 0.92
Class
Fisher (1998) reported the same results in a study
involving 490 students in 23, Year 9 mathematics Helping / Friendly Individual 0.83 0.32 **
classes in Adelaide. Class 0.94
Each of these studies found that the teacher-
student interactions in the classroom are Understanding Individual 0.76 0.29 **
associated with attitudinal outcomes and it was Class 0.91
decided to extend this work by investigating the Student Responsibility/ Individual 0.50 0.14 **
situation in Brunei. Freedom Class 0.60
The QTI also has been used to investigate
gender differences in students’ perceptions of
teacher-student interactions. In Fisher and Uncertain Individual 0.70 0.26 **
Rickards’ (1998) study, statistically significant Class 0.87
gender differences were detected in students’
Dissatisfied Individual 0.77 0.27 **
responses to seven of the eight scales of the QTI.
Class 0.93
It was reported that females tended to perceive
greater Leadership, Helping/Friendly and Admonishing Individual 0.88 0.29 **
Understanding behaviors in their teachers and Class 0.81
males perceived their teachers as being more
Uncertain, Dissatisfied, Admonishing and Strict. Strict Individual 0.49 0.11**
In general, it was found that females perceived Class 0.49
their teachers in a more positive way than do
males.
**p<0.01 n=1188 students and 54 classes
At the primary school level in Singapore,
girls generally viewed their classroom
environments more favorably than boys (Goh & Fraser, their interactions with their teachers.
1998).
When the QTI was used to study the teacher-student Sample
interactions in secondary science classrooms in Korea,
Kim, Fisher and Fraser (2000) found that boys perceived The QTI was administered to students in science
more Leadership, Helping/Friendly, Understanding and classes in ten randomly selected government-run
Student Responsibility/Freedom behavior in their secondary schools in urban areas of Brunei. A total of
teachers, whereas girls perceived their teachers as being 1,188 (543 male and 645 female) students in Form 5
more Dissatisfied and Strict. It was decided to investigate (Grade 11) from 54 science classes participated in this
whether this situation would apply in a large sample of study. The class size varied from 11 to 32 with an average
science classes in Brunei. class size of 27 students. The age of the students varied
from 15 to 21 with a mean age of 17.1 years. This sample
METHOD represented 50 percent of the total population of Form 5
students in government secondary schools.
Objectives
Procedure
The overall aim of the study reported in this paper was
to investigate teacher-student interactions in science The researcher visited all participating schools and met
classrooms in secondary schools in Brunei. the respective science coordinators to explain about the study
The objectives of the study were to provide validation and to establish mutually agreeable procedures for the
data for the use of QTI in Brunei; to examine associations administration of the questionnaire. The class teachers agreed
between the students’ perceptions of teacher-student to allocate two periods of science lessons for the
interactions and students’ attitudes to science; and to administration of the questionnaire.
investigate gender differences in students’ perceptions of

Journal of Classroom Interaction Vol. 38, No. 2 2003

 Table 3
Interscale Correlations for the QTI
Student
Responsibility/
Leadership Help/Friendly Understanding Freedom Uncertainty Dissatisfied Admonishing Strict

Leadership 0.728** 0.750** 0.094** -0.379** -0.372**- 0.336** 0.238**

Help/Friendly 0.889** 0.739** 0.203** -0.386** -0.417** -0.414** 0.088**
Understanding 0.896** 0.901** 0.113** -0.390** -0.476** -0.433** 0.093**
Student Responsibility/
Freedom 0.131 0.329** 0 .208 0.329** 0.300** 0.138** 0.068**
Uncertainty -0.701** -0.639** -0.703** 0.131 0.614** 0.625** 0.129**
Dissatisfied -0.751** -0.717** -0.836** 0.077 0.791** 0.626** 0.259**
Admonishing -0.662** -0.745** -0.777** -0.177 0.731** 0.845** 0.296**
Strict -0.096 -0.215 -0.149 0.286* 0.098 0.250 0.462**

** p<0.01 *** p<0.05 n = 1,188

Data above the diagonal are the correlations using individual student score as unit of analysis and the data below the
diagonal are the correlations using class mean as a unit of analysis

Journal of Classroom Interaction Vol. 38, No. 2

2003
 Instrumentation Table 4
Associations between QTI Scales and Enjoyment of Science Lessons and
To measure the attitudes of the students
Attitude to Scientific Inquiry in Terms of Simple Correlations (r), Multiple
towards science, two scales were selected from
Correlations and Standardized Regression Coefficient (_)
the Test of Science Related Attitudes (TOSRA)
(Fraser, 1981). The instrument has been Enjoyment of Science Attitude to Inquiry
extensively field tested in Australia and other r _ r
countries and has shown high reliability (Fraser, Scale
1981). The two scales deemed appropriate for
this study were the ‘Attitude to Scientific Inquiry’ Leadership 0.33 ** 0.06 0.04 -0.08
and the ‘Enjoyment of Science Lessons’ scales.
In this study, it was found that the internal Helping / Friendly 0.36 ** 0.15*** 0.07 ** 0.07
consistency reliability (Cronbach alpha) for the
Attitude to Scientific Inquiry and Enjoyment of Understanding 0.37 ** 0.15*** 0.08 ** 0.11
Science Lessons were 0.65 and 0.93,
respectively. Student Responsibility/
To determine the validity of the QTI in Brunei, Freedom 0.02 -0.01 0.03 0.01
the three methods of analysis advocated by
Fraser (1998a, 1998b) and traditionally used with Uncertain -0.24 ** 0.01 -0.03 -0.01
learning environment questionnaires were
applied. These are the internal reliabilities of the Dissatisfied -0.27 ** -0.03 -0.02 0.00
scales, the ability of the scales to distinguish
between classrooms (differences within a class Admonishing -0.30 ** -0.13*** -0.01 0.05
should be less than those between classes), and
the interscale correlations. Strict -0.04 -0.04 0.01 -0.01

RESULTS Multiple correlations R 0.42 *** 0.11 *

2
Validation of the QTI R 0.18 0.01

To determine the degree to which items in * p<0.05, **p<0.01, ***p<0.001 n = 1188

the same scale measure the same aspects of
students’ perception of the teacher’s
interpersonal behavior, a measure of internal consistency, the the dependent variable. Table 2 shows the eta2 statistic for
Cronbach alpha reliability coefficient (Cronbach, 1951) was the QTI, and indicates that the amount of variance in scores
computed using two units of analysis, the individual student accounted for by class membership ranged from 11 to 33
and the class mean. The results are presented in Table 2. percent and was statistically significant for all scales. It
As indicated in Table 2, the highest alpha reliability for appears that the instrument is able to differentiate clearly
both individual means (0.83) and class means (0.94) was between the perceptions of students in different classrooms.
obtained for the Helping/Friendly scale and the lowest Further analyses were also completed to explore the
reliability was for the Strict scale, for both units of analysis. interscale correlations in the QTI. The scales of the QTI are
Generally, the reliabilities of the scales were greater than 0.6 arranged to form a circular pattern or circumplex model and
and this is considered to be satisfactory (DeVellis, 1991; are expected to be correlated. The circumplex model predicts
Nunnaley, 1978). However, results from the Student that correlations between two adjacent scales are expected
Responsibility/Freedom and Strict scales should be to be highest, but correlations gradually decrease as the scales
interpreted with caution. One possible reason for the low move further apart until opposite scales are negatively
alpha coefficient for the Strict scale may be attributed to the correlated. The pattern is clearly reflected in Table 3 where
cultural factor of Bruneian students being uneasy about the results of the inter-scale correlations from the study reflect
providing frank opinions of this behavior in their teachers. the circumplex nature of the QTI. For example, the scale
Another desirable characteristic of a questionnaire like Helping/Friendly is correlated closely and positively with
the QTI is that it is capable of differentiating between Leadership (0.72) and Understanding (0.75) and this
perceptions of students in different classes (Fraser 1998a, correlation decreases with the other scales. For the scale most
1998b). The instrument’s ability to differentiate in this way unlike Helping/Friendly, namely, the Dissatisfied scale, the
was measured using one-way analysis of variance (ANOVA). highest negative correlation of -0.41 occurs.
The eta2 statistic was calculated to provide an estimate of The results from this analysis thus supports the circumplex
the strength of association between class membership and nature of the QTI and taken with the reliability and ability to

Journal of Classroom Interaction Vol. 38, No. 2 2003

Table 5 which interaction scales contributed to this
association, the standardized regression
Mean Gender Differences in Students’ Perception of Teacher-Student coefficient (___was examined for each
Interactions as measured by the QTI Scales scale. It was found that the Understanding
Male Female Difference and Leadership scales, retained their
(n = 543) (n = 645) in positive association with Enjoyment of
Scale Mean (SD) Mean (SD) Means Science while the Admonishing scale
retained its negative association.
The study also explored associations
Leadership 17.05 (4.28) 18.02 (3.92) 0.97 *** between students’ attitudes toward
scientific inquiry and their perceptions of
Helping / Friendly 17.51 (6.30) 18.37 (4.33) 0.86 *** teacher-student interactions. The results
show that out of eight scales measuring
Understanding 16.75 (4.43) 17.63 (4.12) 0.88 *** students’ perceptions of teacher-student
interactions, only Understanding and
Student Responsibility / Freedom 10.32 (3.47 10.11 (3.44) 0.21 Helping/Friendly were found to be
significantly correlated with the students’
Uncertain 7.63 (4.26) 6.62 (4.32) 1.01 *** attitudes towards scientific inquiry. These
two scales were positively and
Dissatisfied 8.39 (4.58) 7.36 (4.46) 1.03 *** significantly correlated at the p<0.01 and
p<0.05 levels of significance, respectively.
Admonishing 8.90 (4.75) 7.35 (4.06) 1.55 *** The multiple correlation (R) was also
significant at 0.11 (p<0.01). The R2 value
Strict 12.60 (3.44) 12.43 (3.43) 0.17 which indicates the proportion of variance
in attitudes to inquiry that can be attributed
to students’ perception of teacher-student
*** p<0.001 interactions was only 1 percent which
indicates a very small effect size (Cohen,
differentiate between classes, the results suggest that the QTI 1988). The value of Adjusted R2 was 0.005.
can be used with confidence in Brunei’s science classrooms.
Associations between Teacher-Student
Associations Between Students’ Perception of Interactions and Gender of Students
Teacher-Student Interactions and Attitudinal Measures
The third research question was to find out whether there
The second research question was to investigate whether were associations between students’ perception of teacher-
the nature of teacher-student interactions affected the student interactions and the gender of the students.
students’ attitudes toward their science classes. Associations When examining the gender differences in students’
between the perceptions of teacher-student interactions and perceptions of teacher-student interactions in science classes,
students’ attitudes were explored using simple and multiple the within-class gender subgroup mean was chosen as the
correlation analyses. The results of the analyses are shown unit of analysis. The use of this unit aims to eliminate the
in Table 4. The bivariate relationships between the students’ effect of class differences due to male and females being
perceptions of teacher-student interactions and students’ unevenly distributed in the sample. Gender-related
enjoyment of science lessons were significant for six of the differences in students’ perceptions of their learning
scales (p<0.01). It was found that there were significant environments and teacher interpersonal behavior first were
positive correlations between the Leadership, Understanding explored using a one-way multivariate analysis of variance
and Helping/Friendly scales and the Enjoyment of Science. (MANOVA) with the set of QTI scales as dependent
On the other hand, there were significant negative correlations variables. The Wilks’ lambda criterion was found to be
between the Uncertain, Admonishing and Dissatisfied scales statistically significant (p<0.05) therefore differences
and the students’ enjoyment of science. between each of the scales were examined for significance.
The multiple correlation (R) was 0.42 (p<0.001) between As the within-class gender sub-group means were used,
the set of QTI scales and the students’ enjoyment of their dependent t-tests were used.
science lessons. The R2 value which indicates the proportion Table 5 shows the scale item means, male/female
of variance in enjoyment of science that can be attributed to differences, standard deviations and t-values. The purpose
students’ perception of teacher-student interactions was 18 of this analysis was to establish whether there was a
percent. The value of Adjusted R2 was 0.171. To determine significant difference in perceptions of students according
to their gender. As shown in the table, out of eight scales in

Journal of Classroom Interaction Vol. 38, No. 2 2003

the QTI, six scales were found to be significantly different
(p<0.001). These are Leadership, Helping/Friendly,
Understanding, Uncertain, Admonishing and Dissatisfied.
According to the results, female students perceived more
positively the leadership scale displayed by their teacher and
the Understanding and Helping/Friendly behaviors of their
teachers. On the other hand, male students perceived that
their teachers displayed more Admonishing and Dissatisfied
behaviors.
The gender differences found in this study are similar to
the results reported by Fisher and Rickards (1998). In their
study, it was found that females tended to perceive greater
Leadership, Helping/Friendly and Understanding behaviors
in their teachers and males perceived their teachers as being
more Uncertain, Dissatisfied, Admonishing and Strict.
DISCUSSION
This study provided validation data for the use of the QTI
in science classrooms in Brunei. The results indicated that
the QTI is a valid and reliable instrument which can be used
in this context. The findings of associations between students’
perceptions of teacher-student interactions and science-
related attitudes show that there is a significant link between
QTI scales and the students’ enjoyment of science lessons.
The results show that students enjoy the science lessons more
when their teachers display greater Leadership,
Understanding and are Helping/Friendly. On the other hand,
teachers’ Uncertain, Admonishing and Dissatisfied
interaction behaviors are negatively associated with the
enjoyment of science lessons.
The study also found that gender differences in the
students’ perception of teacher-student interactions. While
female students perceived that their teachers display greater
Leadership, Understanding and Helping/Friendly interaction
behaviors, male students perceived their teachers are more
Admonishing and Dissatisfied. Thisinformation can be used
Journal of Classroom Interaction Vol. 38, No. 2 2003
as a basis for identification and development of desirable
teachers’ interactions that will lead to a conducive learning
environment. Warrington and Younger (1996) reported that
girls are submissive and have docile behaviors toward
authority and that teachers seem to establish better rapport
with girls. Teachers tended to give more attention to girls
than boys in terms of Helping/Friendly. It is also common
that boys showed disrespectful behaviors and challenge
teachers authority. In many cases teachers were critical of
boys and gave less help and encouragement to them.
Teacher behavior has been frequently studied in the past
from the perspective that interpersonal relationships between
teacher and students can be determinants of the effectiveness
of education at classroom level (Creemers, 1994). This study
shows association between some of the teacher personalities
and interpersonal relationships and enjoyment of science
lessons among students. Further studies could be conducted
to determine if there are changes in the perceptions of teacher-
student interactions as they progress through primary, lower
and upper levels of schooling. This will allow a longitudinal
study that follows students’ perception of teacher-student
interactions till they finish secondary education. It may also
be interesting to conduct a cross-sectional study with the
sample of elementary, middle and secondary school students
by gender to see whether girls’ behavior change according
to their age. It may seek to determine the long-term effects
of schooling and importance of teacher-student interactions
at every stage of their development specifically in relation
to students’ attitude toward the subject, motivation and
achievement.
Teacher-student interaction has become a potentially
powerful determinant of student learning. A concerned
teacher should attempt to create and maintain a favorable
classroom learning environment through positive interactions
with students. It is imperative for teachers to develop positive
teacher-student relationships and establish good rapport with
their students during their learning journey.
 REFERENCES
Cohen, (1988). Statistical power analysis (2nd ed.).
Hillside, New Jersey: Erlbaum.
Creemers, B. (1994). The effective classroom. London:
Cassell.
Cronbach, L.J. (1951). Coefficient alpha and the internal
structure of tests. Psychometrika, 16 (3), 297-334.
DeVellis, R.F. (1991). Scale development: Theory and
applications. Newbury Park: Sage Publications.
Fisher, D.L., Henderson, D., & Fraser, B.J. (1995)
Interpersonal behaviour in senior high school biology classes.
Research in Science Education, 25, 125-133.
Fisher, D., & Kent, H. (1998). Associations between
teacher personality and classroom environment, Journal of
Classroom Interaction, 33 (1), 5-13.
Fisher, D.F., Rickards, T., Goh, S.C., & Wong, A. (1997).
Perceptions of interpersonal teacher behaviour in secondary
science classrooms in Singapore and Australia. Journal of
Applied Research in Education, 1 (2), 2-13.
Fisher, D.L., & Rickards, T. (1998). Cultural background
and gender differences in science teacher-student classroom
interactions: Associations with student attitude and
achievement. In L.Y.Pak., L. Ferrer, & M. Quigley. (Eds.),
Science, Mathematics and Teacher Education for National
Development (pp. 55-56). Brunei: Universiti Brunei
Darussalam.
Fraser, B.J. (1981). Test of Science-related Attitudes
handbook. Melbourne: Australian Council for Education
Research.
Fraser, B. J. (1998a). Classroom environment instruments:
Development, validity and applications. Learning
environments research, 1(1), 7-33.
Fraser, B. J. (1998b). Science learning environments:
Assessment, effects and determinants. In B. J. Fraser & K.
G. Tobin (Eds.), International handbook of science education
(1st ed., Vol. 1, pp. 527-564). Dordrecht: Kluwer.
Fraser, B.J., & Wubbels, T. (1995). Classroom learning
environments. In B.J. Fraser., & H.J. Walberg. (Eds.)
Improving Science Education (pp. 117-144). Chicago: The
National Society for the Study of Education.
Getzels, J.W., & Thelen, H.A. (1960). The classroom
group as a unique social system. National Society for Studies
in Education Year Book, 59, 53-82.
Goh, S.C., & Fraser, B.J. (1997). Adaptation of the
questionnaire on teacher interaction for elementary grades.
Asia Pacific Journal of Education, 17 (2), 102-116.
Goh, S.C., & Fraser, B.J. (1998). Teacher interpersonal
behaviour, classroom environment and student outcomes in
primary mathematics in Singapore. Learning Environment
Research, 1, 199-229.
Haertel, G.D., Walberg, H.J., & Haertel, E.H. (1981).
View publication stats
Socio-Psychological environments and learning: A
quantitative synthesis, British Educational Research Journal,
7, 27-36.
Kim, H, B., Fisher, D.L., & Fraser, B.J. (2000). Classroom
environment and teacher interpersonal behaviour in
secondary science classes in Korea. Evaluation and Research
in Education, 14, 3-22.
Leary, T. (1957). An interpersonal diagnosis of personality.
New York: Ronald Press Company.
Nunnally, J. C. (1978). Psychometric theory. (2nd Edition
ed.). New York: McGraw Hill.
Poh, S.H (1996). Study of Biology laboratory learning
environment in Brunei Darussalam. In M. Quigley, P.K. Vello,
& W.K. Yoong (Eds.), Assessment and evaluation in science
and mathematics education: Innovative approaches (pp.272-
281). Brunei: Universiti Brunei Darussalam.
Rawnsley, D., & Fisher, D.L. (1998, December). Learning
environments in mathematics classrooms and their
associations with students’ attitudes and learning. Paper
presented at the Australian Association for Research in
Education Conference, Adelaide, Australia.
Sharifah, M.S.Z. (1997). Science education provision in
secondary schools in Brunei Darussalam. Paris: International
Institute for Educational Planning.
Taha, Hjh Z. bte Hj Mohd. (1997). A school-based primary
mathematics and science specialist teachers’ project. In M.
A. Clements & Y.P. Leong (Eds.), Cultural and Language
Aspects of Science, Mathematics and Technical Education.
(pp 216-223). Universiti Brunei Darussalam.
Waldrip, B., & Fisher, D. (2000). The development and
validation of a learning environment questionnaire using both
quantitative and qualitative methods. Journal of Classroom
Interaction, 35, 25-37.
Warrington, M. & Younger, M. (1996). Goals,
expectations and motivation: Gender differences in
achievement in GSE. Curriculm, 17, 80-93.
Wubbels, T., Creton, H., Levy, J., & Hooymayers, H.
(1993). The model for interpersonal behaviour. In T.
Wubbels., & J. Levy. (Eds.), Do you know what you look
like? Interpersonal relations in education. London: The
Falmer Press.
Wubbels, T., Creton, H. & Hooymayers, H. (1985, April).
Discipline problems of beginning teachers, interactional
teacher behaviour mapped out. Paper presented at the Annual
Meeting of the American Educational Research Association,
Chicago, IL.
Wubbels, T., & Levy, J. (1991). A comparison of
interpersonal behaviour of Dutch and American teachers,
International Journal of Intercultural Relations, 15, 1-18.
Journal of Classroom Interaction Vol. 38, No. 2 2003